SETTING THE STAGE(To be reviewed before the session begins.)
Session Overview In this session participants will be able to start the notebook software, troubleshoot and use notebook software tools and be able to type, write and create different fonts.
Focusing Questions How can I effectively use notebook software tools to enhance presentations?
What are the tools available to type, write and create different text fonts?
How to use the gallery to enhance presentations?
Materials
The following materials are used in this session:
-Laptops
-Projector
-SmartBoard
-Power Cord, USB Cable, Dongle Cable
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
Many of you see lessons in notebook presented to you on a regular basis. Imagine that the teacher is inquiring ways to enhance the presentation. Today you will learn how to navigate through the software and utilize tools that will help you accomplish this.
Teaching
You are learning about graphing coordinates. The teacher would like to have some coordinate grids. Where do you find coordinates grids? Under the gallery (found on the side tabs) you would go under the search bar and type coordinate grid. Let's say a science teacher is showing you a lesson on mass, you can pull a interactive scale from the gallery to demonstrate weight changes. Guided Practice
What are some of the features that you like and use often from SmartNotebook?
(Note to faculty advisor: create a list of the features mentioned)
Exercise: Select the feature that is not familiar to most students and explore it.
WORK TIME(Typically lasts about 60–70% of session.)
Getting Started
Today you will spend 20 minutes using the features on the toolbar and the gallery to create a presentation on your favorite hobby.
Participant Activity Step 1
Search and select images related to your hobby. Step 2
Type the text that explains the details about your hobby. Step 3
Change the background color, use different font, borders, colors, place pictures etc.
Facilitator Conferring
Circulate around the room and confer with participants. If students are using the same tools encourage them to use new tools. You might begin your conference by asking, "What are some new tools you utilized today in your presentation?". Encourage them to evaluate their presentation and readjust size, color, placement of text and pictures if necessary. SHARE(Typically lasts about 10–20% of session.)
Share
Ask selected participants to share particularly good examples of their work.
Ask the audience if the presentation is engaging and what could make it more engaging or better?
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.
SESSION TITLE
SETTING THE STAGE (To be reviewed before the session begins.)
Session Overview
In this session participants will be able to start the notebook software, troubleshoot and use notebook software tools and be able to type, write and create different fonts.
Focusing Questions
How can I effectively use notebook software tools to enhance presentations?
What are the tools available to type, write and create different text fonts?
How to use the gallery to enhance presentations?
Materials
The following materials are used in this session:
-Laptops
-Projector
-SmartBoard
-Power Cord, USB Cable, Dongle Cable
Resources
N/A
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
Many of you see lessons in notebook presented to you on a regular basis. Imagine that the teacher is inquiring ways to enhance the presentation. Today you will learn how to navigate through the software and utilize tools that will help you accomplish this.
Teaching
You are learning about graphing coordinates. The teacher would like to have some coordinate grids. Where do you find coordinates grids? Under the gallery (found on the side tabs) you would go under the search bar and type coordinate grid. Let's say a science teacher is showing you a lesson on mass, you can pull a interactive scale from the gallery to demonstrate weight changes.
Guided Practice
What are some of the features that you like and use often from SmartNotebook?
(Note to faculty advisor: create a list of the features mentioned)
Exercise: Select the feature that is not familiar to most students and explore it.
WORK TIME (Typically lasts about 60–70% of session.)
Getting Started
Today you will spend 20 minutes using the features on the toolbar and the gallery to create a presentation on your favorite hobby.
Participant Activity
Step 1
Search and select images related to your hobby.
Step 2
Type the text that explains the details about your hobby.
Step 3
Change the background color, use different font, borders, colors, place pictures etc.
Facilitator Conferring
Circulate around the room and confer with participants. If students are using the same tools encourage them to use new tools. You might begin your conference by asking, "What are some new tools you utilized today in your presentation?". Encourage them to evaluate their presentation and readjust size, color, placement of text and pictures if necessary.
SHARE (Typically lasts about 10–20% of session.)
Share
Ask selected participants to share particularly good examples of their work.
Ask the audience if the presentation is engaging and what could make it more engaging or better?
ACKNOWLEDGEMENTS
Author: Ovid Cusu, Brenda Perskin, Dan Downs
Email: ocusu@schools.nyc.gov; bperskin@schools.nyc.gov; ddowns@schools.nyc.gov
School/Employer: IS93Q, MS266
Title: iSquad Faculty Advisor
TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.